Heidi+BeezleyLBF

Executive Summary
In order to analyze the data from the survey about what makes learning boring or fun, I first downloaded an excel file of the data. Once it was downloaded, I performed several sorts of the data and copied key elements of those sorts into separate worksheets. As I analyzed those subsections of the data, I coded with fill colors representing particular characteristics. I looked at a variety of search criteria in analyzing the data and didn’t conform to a particular theme.

My findings indicated several surprising and several unsurprising results. Unsurprisingly, many respondents cited a lack of interactivity as a key factor in why events were boring. Also unsurprising was the fact that a large number of those situations that were deemed boring required participants to listen and watch the instruction. Also unsurprising was that events that were assessed as boring very rarely included an expectation that learners move around.

There were also some surprising results. There were unexpected and distinct differences between how those under 20 versus over 60 responded to the question about what made the experience fun. Those older than 60 were more likely to cite intrinsic reasons and those under 20 more likely to cite interactivity. Another surprising result was that there were much stronger correlations between the various expectations that a learning experience included when looking at the boring learning experiences as opposed to the fun experiences. There seemed to be a wide variety of ways to make things fun, but there were several key elements that correlated to an event being boring.

What Makes Learning Boring?
1. **Moving around was very rarely an expected or somewhat expected element of boring events.** Of all of the 206 respondents, only 4 of the boring experiences were ones where moving around was expected and only an additional 15 were experiences where movement was somewhat expected. That means that 90% of the boring events either expected no movement or limited movement during the experience. In fact, the requirement to sit in one spot was frequently sited as a reason that an event was boring. A seven-year old, Hovl, was unhappy with circle time at her elementary school because it was simply, “Sitting down, sitting still, and looking at the teacher.” In a formal training that wen-dog thought was boring the, “Classroom setting all faced forward. No interaction, no role play (sic), etc. nothing to do... If you could move around and interact it would have helped.” dNice didn’t enjoy a staff meeting at her site because, “I had to sit completely still, did not get to interact with anyone in the room, and couldn't multitask on my laptop during the meeting. I felt like I unplugged my brain when I walked through the door to the meeting.”

2. **Those who finished graduate school largely reported very specifically that a lack of interaction was what made the event boring.** Of the 54 responses to the survey from those with graduate degrees, nearly half, 21 out of 54 responses, listed a lack of interaction or the passivity of the class as the reason for it being boring. Wd 40 said that his class was boring because there was, “no interaction with the instructor, sat still and listened.” Similarly, wen-dog said, “Classroom setting all faced forward. No interaction, no role play, etc... nothing to do... If you could move around and interact it would have helped.” (wen dog)

3. **Of those respondents that had finished high school – all reported that the boring situation required them to listen (definitely expected) and watch (definitely expected) but these weren’t cited as the reason the event was boring.**  There were 12 respondents with a high school degree, and all of them reported that in the boring experience they were definitely expected to listen and watch. Of these 12 responses, ten of them were in a formal class setting. However, none of the respondents gave the fact that they had to listen or watch as the reason that the situation was boring. Instead, the respondents offered complications with listening or watching as reasons the experience was boring. For example, Cupcake said that hearing was a problem for her when she explained, “I was unable to hear instructors/guides. It was held on a farm on a very hot day. The tour was too long, the informational video was too long and the narrator had a monotone voice.” Bobbie explained that the speaker spoke to quickly and that made it hard to listen effectively. She said that in her sewing class, “It was not one to one and the pace was too fast to follow, the instructor was not patient with mistakes.”

4. **Few of those completing high school stated that a lack of was the reason that a learning experience was boring, and, in fact many of the learning experiences did include interaction with other learners.** Of the 12 respondents that had completed a high school degree, only two of these respondents indicated that a lack of interaction was the reason that that the experience was boring. In fact, the majority of the learning experiences included interaction between learners, nine out of eleven. As stated previously, two individuals made a point of saying the experience was boring because of the lack of interaction. Democan said that his online course was boring because, “it was online as opposed to being instructed in a classroom where there would more ineraction (sic) with humans.” Honky Cat also agreed that student interaction was important, “I think his tone and behavior was an extreme turn-off for teenagers. He never had classroom discussions or spoke to his students, other than to teach us geometry. It never involved student participation.”

5. **Those completing a graduate degree were less likely to identify a boring situation where listening and watching were a required element than high school graduates.** Of the high school graduates, all reported that in the boring situation they were expected to listen and watch. With those with a graduate degree, 52 out of 59 indicated that they were expected to listen and only 38 out of 59 indicated that they were expected to watch. Most of the high school students described an example of a lecture as a boring event. Honkey Cat described a lecture in his geometry class, “The very boring experience was listening to my geometry teacher. He was extremely monotone and didn't engage students in any discussions or participation exercises. I loved math in school, but I hated the class, not because of the work, but because of the instructor. He was a very old man and I suspect he never learned how to engage his class in the learning process.” Bfun thought that a training class, “The boring event was sitting there the instuction (sic) was very boring not creative at all.”

What Makes Learning Fun?
1. **Respondents under 20 were less likely than those over 60 to cite that intrinsic factors were what made an experience fun.** Of the 23 respondents that were between the ages of 7 and 19, only three mentioned intrinsic reasons for enjoying the learning experiences. Of those three reasons, two of those reasons were simply an affinity for the subject matter. For example, Erica simply said “I like anatomy” in describing why she enjoyed a class. Bacon said, “I personally think that this learning experience was fun for me because of my fascination with Shakespearean literature, but even for someone who has no interest in this type of literature, this activity made the participants bring out their spontaneity and creativity in order to succeed in this project” to describe why he enjoyed a class on Shakespearean literature.

In contrast, for those over 60, nine out of 12 mentioned intrinsic reasons for enjoying the learning experience that encompassed several types of intrinsic enjoyment such as personal validation, personal enjoyment, pride in accomplishments. Shawnee Miss mentioned personal validation as a reason when she said, “Having to commit to an answer makes one think and holds ones attention. On some slides, one feels smart and validated; and on others, totally baffled and realizing that more study is needed in that area. The presenter was dynamic with a great sense of humor. There was some time left at the end of the session for audience questions and actually a few questions were entertained between each topic change.” Carol mentioned pride in her accomplishments as a reason for enjoying the learning experience when she said, “because I liked being able to look at my own pattern and make something that I wanted and I really liked having the time to learn at my own pace and in my own way. By being at my own station I could take the time to figure things out and I did not have to worry about what everyone else is doing.”

2. **Respondents under 20 were significantly more likely to include interactivity and particularly interactivity with other learners as a reason for enjoying the learning experience.** None of the 12 respondents over 60 mentioned interactivity as a reason for enjoying the learning experience. Of the 23 respondents under 20, six mentioned interactivity with other learners as a reason that the experience was fun. Part of what made the learning experience fun for chocolate1 was that she was able to enjoy, “the learning experience with friends while learning was still happening.” (10) Spongebob said, “Building with blocks is fun. It was fun to do it with my classmates. It was fun to figure out how to build it - sort of like a puzzle.”

3. **Approximately three fourths of fun experiences included interactivity with an artifact or technology as a component of the lesson though nearly one third of those lessons did not include a requirement that students think critically or creatively.** Of the 206 respondents, 104 responses indicated that interacting with an artifact or technology was expected with another 38 experiences somewhat expecting this type of interaction, a total of 142 experiences including this type of interaction. However, of those experiences expecting an interaction with an artifact or technology nearly one fourth, 30, did not also indicate the learning experience included an expectation that they think creatively or critically. Many of these indicated that the experience was very directed but fun for other reasons, often because the learner was learning a skill. W enjoyed a guided tour of Alcatraz. “An audio guided tour took us through the grounds of the infamous alcatraz (sic) prison. It had a variety of sound effects and people to tell their stories or describe the many artifacts we saw along the way,” while Maria Montessori and jobber enjoyed learning a new skill. Maria Montessori said, “Learning to Kayak. Learning to roll in moving water. My whole body had to learn and practice. I had to think about the current, my position, my paddle, and figure out how to flip my hips to right my kayak, all while i (sic) was underwater half drowning. :)” Jobber enjoyed, “Taking a class on how to snowboard. The instructor explained things so I could understand. She was easygoing and happy. She linked the learning to what I already knew, like surfing or skateboarding. It was very much trial and error. The reward was going down the mountain without falling.”

4. **Those that had completed a graduate degree preferred events where creative thinking was an expectation.** Of the respondents that had completed a graduate degree, 46 out of 59 indicated that in the learning event they were expected to think creatively. In addition, fifteen of these respondents expressly cited the ability to be creative as one of the reasons that they enjoyed the activity. Cheese said, “We were being creative, imaginative, analyzing concepts and theories and discussing with peers…” “The creativity involved in the learning process made it fun. Great facilitator who used well-planned exercises, “as what Krisco enjoyed.

5. **Of those respondents whose highest degree was from high school, approximately the same percentage cited creative thinking as a reason the experience was enjoyable compared to those with a graduate degree.** Three out of 12, 25%, respondents cited creativity as a reason that an experience was enjoyable compared with fifteen out of 59, 25%, of those responding with a graduate degree. Bobbie enjoyed an art class because, “We picked out the pattern of the material and paints. We were allowed to be creative in any design we chose. Ironed the pattern onto the shirt and painted it with vibrant colors. At the end of the class everyone seemed to be happy and amazed with what they had created.” While bfun83 said that she enjoyed, “just taking the time to think of the different topics to do the speeches.”

Implications
What I think might merit more in depth research is in the differences between what factors make an experience fun depending on age. Since there was such a drastic difference between the responses of those under 20 and over 60, learning situations that target a particular age group, for example those over 60, may need to require more opportunities for personal satisfaction and accomplishment whereas a learning situation for those under 20 may need to focus more on developing a sense of team and interaction among participants.

Another interesting implication is that the vast majority of those that have a graduate degree indicated that their boring event was boring because of a lack of interactivity. I often hear people claim that those that go to graduate school tend to learn very well through lecture. Though it may be true that those with advanced degrees learn well in these environments, they seem to prefer environments that are interactive in some way.

In addition, it is clear that interactivity of various sorts is a strong indicator for events being assessed as fun. Only four out of the 206 responses indicated that interactivity was not expected in any way, among learners, with the instructor, or with an artifact or technology.